Effectiveness of Conventional & Jigsaw Method of Self-directed Learning and Interactive Lecture in Undergraduate Physiology Teaching – A Comparative Study.
Apr 2026· Nigerian Medical Journal· Vol 67, pp. 192 - 201· 0 citations· 8 references
Medicine
TL;DR
Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics.
Abstract
Background: Medical professionals are expected to be lifelong learners, and the contemporary medical curriculum emphasizes learner-centered education with active student participation. The Competency-Based Medical Education framework promotes the use of active learning strategies such as self-directed learning (SDL), problem-based learning, and small group teaching. However, evidence comparing conventional SDL, the jigsaw method of SDL, and interactive lectures in undergraduate physiology remains limited. This study aimed to compare the effectiveness of these teaching–learning methods among first-year MBBS students at Agartala Government Medical College. Methodology: This educational interventional crossover study was conducted among 150 first-year MBBS students at Agartala Government Medical College from March to August 2025. Students were exposed to interactive lectures, conventional SDL, and the jigsaw method of SDL across cardiovascular (CVS), respiratory (RS), and central nervous system (CNS) modules. Knowledge was assessed using 10-item multiple-choice pre-tests and post-tests. Data were analyzed using paired and unpaired Student’s t-tests. Standardized effect sizes were calculated using Cohen’s d. A p-value <0.05 was considered statistically significant. Results: Baseline pre-test scores were comparable across groups (p>0.05; d ≤0.32). Post-test scores were significantly higher with the jigsaw method of SDL compared to conventional SDL for CVS (78.47±11.15 vs 71.09±18.77; p=0.024; d=0.48), RS (84.52±9.16 vs 75.65±15.44; p=0.002; d=0.70), and CNS (83.26±26.34 vs 60.00±19.79; p<0.001; d=1.00). Interactive lectures performed better than conventional SDL for CVS (82.89±16.18 vs 71.09±18.77; p=0.002; d=-0.67) and CNS (71.06±13.87 vs 60.00±19.79; p=0.002; d=-0.65). Jigsaw method SDL was superior to interactive lectures for RS (84.52±9.16 vs 71.92±16.24; p<0.001; d=0.96) and CNS (83.26±26.34 vs 71.06±13.87; p=0.006; d=0.58). Conclusion: Jigsaw-based self-directed learning is more effective than conventional SDL and interactive lectures in undergraduate physiology teaching, particularly for integrative topics. Its structured cooperative framework produces meaningful educational gains and supports the objectives of competency-based medical education.
Background: Self-directed learning (SDL) has become an important and integral component of Competency Based Medical Education (CBME) directed teaching learning methods (TLMs). However, the effectiveness in improving measurable academic outcomes remains uncertain. The present study adopted quasi-experimental design which evaluated the effectiveness of Jigsaw-based collaborative design with the conventional lecture-based teaching among 150 Phase I MBBS students from the Department of Physiology. We exposed all students to both methods in a crossover manner across 2 topics. The knowledge domain was assessed through MCQs based pre-test and post-test, followed by the 15-days retention assessment. The student perception regarding the new teaching learning methods (TLMs) was assessed using the 5-point Likert scale. The data was assessed using descriptive, paired t-tests, effect size estimation and exploratory subgroup analysis involving variance, score distribution and correlation patterns. There is a statistical improvement in post-test when compared to pre-test scores in both TLMs (p <0.001), indicating effective knowledge acquisition. The retention was comparable between two methods, with no statistically significant difference observed on within subject comparison (p = 0.49). The perception analysis showed variable student responses towards Jigsaw-based collaborative design, with 50% strongly favouring the approach and 37% agreeing that it was better method of TLM. The exploratory analysis demonstrated differing pattens of score variability across student sub-groups, with Jigsaw-based collaborative design showing relatively more uniform score distribution patterns among lower-performing students. Overall both teaching approaches were comparable in improving knowledge acquisition and short-term retention, while Jigsaw-based collaborative design appeared to influence patterns of learning distribution across students, suggesting its potential role as a complementary instructional strategy within the CBME frameworks
Unknown authors· International Journal of Med...· 0 citations
Background: Self-directed learning (SDL) is an essential component of competency-based medical education (CBME) and plays a vital role in promoting lifelong learning among medical students. The National Medical Commission has emphasized SDL as a key strategy to develop independent learning, critical thinking, and professional competence among undergraduate medical students. The present study was conducted to assess self-directed learning abilities among medical undergraduates at a Government Medical College in Nagpur.
Methods: A cross-sectional study was conducted among second professional undergraduate medical students of Government Medical College, Nagpur from October to December 2025. A universal sampling technique was adopted, and participation was voluntary. Data were collected using the pre-validated self-directed learning instrument (SDLI) developed by Shen et al consisting of 20 items across four domains: learning motivation, planning and implementation, self-monitoring, and interpersonal communication. participants’ responses were obtained using a 5-point Likert scale. Data were analyzed using descriptive statistics in Jamovi software version 2.6.44.
Results: Out of 250 students approached, 174 completed the questionnaire, yielding a response rate of 69.6%. The overall SDL score was 72.1%, indicating a moderate level of self-directed learning ability among the participants. Among the four domains, the highest percentage score was observed in learning motivation (75.7%), followed by interpersonal communication (72.4%), self-monitoring (71.4%), and planning and implementation (68.6%).
Conclusions: The study demonstrated that medical undergraduates possessed moderate level of self-directed learning abilities, with strong learning motivation but comparatively lower scores in planning and implementation.
P. Preethi, Uday Narlawar, Surya Kannan et al.· International Journal of Com...· 0 citations
Background: Self-directed learning (SDL) is a fundamental component of competency-based medical education (CBME), enabling students to develop lifelong learning skills, critical thinking, and professional autonomy. Successful implementation of SDL depends largely on learners' readiness to engage in independent learning. This study aimed to assess self-directed learning readiness among first-year MBBS students using the Self-Rating Scale for Self-Directed Learning (SRSSDL).
Materials and Methods: A descriptive cross-sectional study was conducted among 103 first-year MBBS students at a rural medical college in Bengaluru, Karnataka, India, over a three-month period. Universal sampling was employed. Data were collected using the validated 60-item SRSSDL questionnaire, which evaluates five domains: awareness, learning strategies, learning activities, evaluation, and interpersonal skills. Descriptive statistics were expressed as mean, standard deviation, median, interquartile range, frequencies, and percentages. The association between gender and SDL readiness was assessed using the Chi-square test, with statistical significance set at p < 0.05.
Results: The mean overall SRSSDL score was 231.2 ± 21.8, indicating high readiness for self-directed learning. Overall, 76 (73.8%) students demonstrated high SDL readiness, while 27 (26.2%) exhibited moderate readiness; none had low readiness. Female students had a marginally higher mean SRSSDL score than male students (231.9 ± 21.7 vs. 230.4 ± 22.1), although the association between gender and SDL readiness was not statistically significant (p = 0.47). Among the five domains, interpersonal skills demonstrated the highest mean score (47.0 ± 5.6), whereas evaluation recorded the lowest (45.6 ± 5.9).
Conclusion: First-year MBBS students demonstrated predominantly high readiness for self-directed learning, supporting the implementation of CBME. Targeted educational interventions focusing on reflective practice and self-evaluation may further strengthen SDL competencies and promote lifelong learning among future medical professionals.
Key words: Education, Medical, Undergraduate; Self-Directed Learning; Students, Medical; Competency-Based Education; Educational Measurement; Learning.
Ashok J, R. Dhar, Ramya Mp· International Journal of Hea...· 0 citations
Background: Competency-based medical education focuses on the active learning interventions that improve communication, critical thinking, and the engagement of the learner. In undergraduate medical education, SGD and LGD are common interactive methods of teaching; even so, little evidence has been found about the perceptions of students regarding their efficacy in the framework of Indian CBME. To assess students’ perceptions regarding the content, delivery, and effectiveness of SGD and LGD, to evaluate their perceived impact on communication and analytical skills, and to identify areas for improvement.
Methods: The study was a cross-sectional feedback study carried out among undergraduate MBBS students (Batch 2021) in the Department of Community Medicine in a tertiary care medical college in Gajra Raja Medical College Gwalior (M.P). A pre-established, pre-tested feedback questionnaire will be administered after SGD and LGD sessions that will take place in July 2024. The descriptive statistics was used to analyze data of 162 complete responses and reported in terms of frequencies and percentages.
Results: Most of the respondents felt that the group meetings were suitable, informative, and interesting. The majority of students indicated that they had developed better skills in walking into groups, relating with peers, building relationships, and critical thinking.
Conclusion: Small and large group discussions were considered as good active learning competencies that increased cognitive and interpersonal abilities of undergraduate medical students.
Shiwani Lilhore, Tinku Verma, M. Chouksey· International Journal of Res...· 0 citations
BACKGROUND
Problem-based learning (PBL) is a student-centered innovative instructional approach in which students define their learning objectives using triggers from predefined problems in case scenarios. The PBL approach in medicine emphasizes real-world problem-solving and develops students' capacity for clinical reasoning. It also contributes to the development of interpersonal and communication skills, promotes self-directed learning (SDL), improves the motivation and enthusiasm of students for their profession and maintains professional ethics and behavior. This study aims to explore the perceptions of undergraduate medical students in a medical college in Nepal toward the PBL tutorial incorporated into the curriculum of Kathmandu University (KU).
METHODS
A mixed-methods cross-sectional study was conducted at the Nepal Manipal College of Medical Sciences, Pokhara, Nepal. Qualitative data were gathered through face-to-face semi structured interviews with 12 preclinical undergraduate medical students (six from first and six from second year) selected via convenience sampling. Quantitative data were collected through an online survey of 200 first- and second-year students. Thematic analysis was used for qualitative data whereas Statistical Package for Social Sciences (SPSS) version 20 for quantitative data.
RESULTS
Three themes were identified via thematic analysis: effective learning, the role of tutors, and learning resources. There were 120 students who responded to the online survey with a response rate of 60%. Male students comprised 53.3% of the respondents. Most students agreed that PBL sessions enhanced collaborative learning (n=93, 77.5%) and decision-making skills (n=80, 66.7%).
CONCLUSIONS
Students reported that PBL enhanced their clinical reasoning skills, interpersonal communication skills, decision-making skills and promoted SDL. The findings also highlighted the need for updated case scenarios and proper tutor training, which are essential for successful PBL sessions.
Sushma Thapa, A. Atreya, R. Rajbanshi et al.· Journal of Nepal Health Rese...· 0 citations
Background: Conventional didactic lectures remain widely used in undergraduate medical education; however, passive learning may limit student engagement and long-term retention. Multiple-choice question (MCQ)-based reinforcement may facilitate active recall, formative assessment, and sustained learning. This study compared conventional didactic lectures with MCQ-integrated teaching for improving learning outcomes and knowledge retention among undergraduate medical students.
Methods: A prospective quasi-experimental comparative educational intervention study was conducted among Phase III Part 1 MBBS students at a tertiary care teaching institution in Bengaluru, India. Of 248 eligible students, 216 participated (87.1%) and were allocated into two teaching groups of 108 students each. The control group received conventional didactic lectures, whereas the intervention group received didactic lectures supplemented with 25 validated MCQs addressing factual knowledge, interpretation, and clinical application, followed by immediate feedback and explanations. Learning outcomes were assessed using pre-test, immediate post-test, and four-week retention test scores. Student perceptions of MCQ-based reinforcement were assessed using a structured five-point Likert-scale questionnaire. Between-group comparisons were performed using independent t-tests, with paired t-tests used for within-group comparisons.
Results: The baseline characteristics and pre-test scores were comparable between groups. The MCQ reinforcement group demonstrated significantly higher post-test scores than the didactic lecture group (79.2 ± 8.1% vs. 67.3 ± 7.8%; p<0.001). The mean improvement from pre-test to post-test was 24.6% in the intervention group compared with 12.2% in the conventional lecture group. Four-week retention scores remained significantly higher in the MCQ reinforcement group (74.8 ± 7.7% vs. 62.4 ± 7.5%; p<0.001). Most students reported that MCQ-based reinforcement improved examination confidence (91%), understanding of concepts (89%), lecture interactivity (88%), long-term retention (87%), attention during lectures (84%), and self-directed learning (81%).
Conclusion: Integrating structured MCQ-based reinforcement with conventional didactic lectures significantly improved immediate learning and four-week knowledge retention among undergraduate medical students. MCQ-based reinforcement represents a feasible adjunctive teaching strategy for enhancing learner engagement and retention in competency-based medical education.
Key words: Multiple-choice questions, retrieval practice, medical education, conventional didactic lectures, MCQ-based reinforcement, undergraduate medical students, educational measurement.
Jayant Jain, Harshila Jain, Avinash M. J.· International Journal of Hea...· 0 citations
